Neither Chinese character (Hanzi) learning nor classicalChinese literature instruction should be done in isolation. This paperexplores the way to integrate Hanzi learning, classical Chineseliterature and comprehensive reading in primary schools. It firstdiscusses the hypothetical mental process of children’s readingcompetence development. Guided by this hypothesis, children couldeasily learn Chinese characters in their reading practice, higher gradeprimary school students could learn to fluently read simple classicalChinese articles with proper pause, and they do not need to spend extratime on Chinese learning. In this paper, all of the practices are guidedby the principles of teaching target category in the curriculum designtheories accepted worldwide, such as how we teach students learn tocorrectly write the commonly used Hanzi required by course standards, howwe teach students to write Hanzi in a standard way so that theirhandwriting looks good, how we teach students to learn Pinyin, and howstudents could improve both reading and writing skills in comparativeclassical Chinese literature reading exercises, etc..

不能孤立地在识字教学范围内研究汉字识字教学、在文言文教学范围内研究文言文教学。本文把识字教学、文言文教学和儿童如何学会阅读联系在一起进行讨论。本文从心理学角度阐明了儿童如何学会阅读。以这一理论假说为指导可以实现让小学生在学习阅读过程中轻松识字；以这一理论为指导，可以让小学高年级学生在不加重课业负担的情况下学会正确停顿、流利朗读浅易文言文。如何教学生写会课标要求的常用汉字、如何把常用汉字写规范、写美观，如何教学生掌握汉语拼音，如何在文言文对比阅读中进行读写结合训练，均以国际上通行的教学设计基本原理中的教学目标分类思想为指导进行设计。

• 石皇冠(中国内蒙古自治区包头市土默特右旗党三尧中心小学)